Page 154 - Inovacije i izazovi u obrazovanju i sestrinskoj skrbi - KNJIGA SAŽETAKA

INOVACIJE I IZAZOVI U OBRAZOVANJU I SESTRINSKOJ SKRBI - KNJIGA SAŽETAKA

Skills Performance from the Subject Maternal Health

Care in Clinical Practice

The subject Maternal Health Care is part of the Nursing Care module and is taught in the fifth
grade of a high school for nurses to obtain the general care nurse / general care medical
technician qualification. Through the vocational curriculum for this qualification, the minimum
material conditions for the performance of skills in the cabinet are listed, as well as the practical
learning outcomes of health care through which the student will acquire knowledge and skills
in the field to which this subject applies.
The learning outcomes foreseen by the vocational curriculum that students should master
through the course Maternal Health Care are: explain women's health protection measures,
prepare women and accessories for taking materials for laboratory tests, apply knowledge and
skills during gynecological examination, during pregnancy, childbirth and midwifery and
participate in women's health education.
According to the vocational curriculum, 60% of the teaching process is carried out practically
in order to meet the performance criteria of the outcome. The total number of teaching hours
includes 136 hours of practice and 34 hours of theory. All learning outcomes are elaborated in
detail through the curriculum, where there are evaluation criteria for all learning outcomes,
including those related to skills. Planning the teaching hours of exercises at the workplaces, i.e.
the clinical department, is a challenge for health care teachers. Although the practice is carried
out in blocks of hours, usually for 5 or more school hours, it is difficult to predict in advance
whether the skills will be able to be practiced and finally evaluated when the teacher has
predicted it. Namely, training and evaluation of skills at workplaces depends on the specificity
of the same, the available material and the needs of the patients. When students from different
schools meet at a hospital practice, promoting the learning of skills, especially teamwork and
communication, as well as giving and receiving feedback adds value to the acquisition of skills.
The creation and use of clear criteria for practicing and evaluating skills for students, which
would be used during teamwork and communication of students, not only from the same group
of one school, but from different schools at the same workplace, would contribute and improve
the acquisition of skills. Due to the impossibility of controlling the conditions in which the
collegial assessment of clinical skills is carried out, in clinical departments where the
performance of skills mainly depends on the needs of the patients in that department, creating
clear criteria is a big challenge for female teachers. Collegial assessment of clinical exercises
would allow students to learn skills more relaxed among peers who share with them their fears,
problems and challenges when it comes to performing the skill properly.

Key words: curriculum, teachers, student, evaluation

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